4/4/14 Note: The information below was copied and pasted on this page from the Collaboration LP page of this wiki. We did this in order to keep the discussion threads below with the actual lesson plan collaborative work.
Collaboration Lesson Plan
Collaborators: Olympia Garcia (teacher) and Marcie Verastiqui (librarian) Dr. M. = brown Instructional Level: 5th grade students
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place.
Three or more of these are missing from the scenario.
Post your scenario here.
Scenario. Complete the additional questions on the actual A.3.3 Rubric before you submit it. Ms. Garcia, the 5th grade classroom teacher approachesemails Mrs. Verastiqui, the school librarian because she needs to use library materials to teach a science lesson on weather and climate. The students will be exploring the differences, and she hopes to find a few books to define them. After receiving the email, the school librarian goes and finds the teacher and assures her that there are plenty of materials that are available for her lesson, but also suggestsoffers to teach the lesson collaboratively to incorporate other reading and research skills. She offers to meet with the teacher in her classroom during the teacher's planning time and/or after school, with a list of materials and ideas on other possible skills lessons. Yes, to the teacher reaching out for materials and the librarian pursuing her for classroom-library collaboration for instruction. Resources are a natural entry point... the rest is up to the proactive librarian - and a willingness on the part of the teacher to collaborate.
Copy and paste a collaborative planning form here.
Fill in the collaborative planning form here. Collaborative Planning Form Coteachers: Ms. Garcia (teacher) and Mrs. Verastiqui (librarian) Unit Topic: Weather and Climate
Number of Students: 2 classes of 20 students each Content-Area Standards: Science 5.8A Earth and space. The student is expected to differentiate between weather and climate. Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas Reading 5.11E Reading/Comprehension of Informational Text/Expository Text. Student are expected to synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres Reading 5.24D Research/Gathering Sources. Students are expected to identify the source of notes (e.g. author, title, page number) and record bibliographical information concerning those sources according to a standard format Is synthesis both the RCS and inquiry skills for your unit? Just checking. I want to be sure you are addressing both. AASL Standards, strands, indicators): Standard 1: Inquire, think critically, and gain knowledge 1.1. Skills 1.1.9 Collaborate with others to broaden and deepen understanding 1.2 Dispositions in Action 1.2.3 Demonstrate creativity by using multiple sources and formats 1.3 Responsibilities 1.3.1 Respect copyright/intellectual property rights of creators and producers.
Standard 3 Share Knowledge and Participate Ethically and Productively as members of our democratic society 3.4 Self Assessment Strategies 3.4.2 Assess the quality and effectiveness of the learning product. Good Essential Questions: What is the difference between weather and climate? What are the key elements of the country's climate that you chose to research? How do you synthesize information from resources? Good
Objectives: By the end of this unit, students will be able to 1. Synthesize informationfrom multiple sources. 2. Cite sources used. 3. Compare and contrast weather and climate. 4. Analyze the climate of a country. 5. Self-evaluate their product using a rubric, to determine if it meets requirements. Excellent
2. Student self-assessment rubric
3. Teacher assessment rubric
4. Responsibilities- The librarian and the teacher will both suggest and contribute reading materials and web resources on the topic of Weather and Climate to introduce to students. The librarian will be responsible for creating a unique web pathfinder for this unit, and gathering books available in the library and through inter-library loan. The school librarian will create a rubric for students to evaluate their final product. The classroom teacher will select or create a graphic organizer in which students can use during the guided practice component of the lesson when working on synthesizing their information. The classroom teacher will create the educator assessment rubric. Okay... but in my experience jointly creating graphic organizers and rubric helps ensure that coteaching educators are on the same page.
Task Definition:
Information-Seeking Strategies:
Collaborative Unit Evaluation
Describe the student outcomes in terms of data source(s).
What worked especially well in the unit?
What could be improved next time?
Were the resources lacking, adequate, or supportive of the learning goals? Explain. (See collection map.)
Were the technology tools used effective? Explain.
Collection Map Add a number, plus, check mark, or minus as appropriate.
Topic(s)
Resources
Number of Items
Quality of Items
Improvement
Action Items
Projected
Cost
Source of Funds
Date
Ordered
Books
DVDs
Audiobooks or e-books
Databases
Other web resources
Realia and other resources
From J. Moreillon, Coteaching Reading Comprehension Strategies in Secondary School Libraries (Chicago: American Library Association, 2012). Licensed under the Creative Commons Attribution–Noncommercial–Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
PLANNING
• Reading Comprehension Strategy: Synthesis
• Reading Development Level: Advanced, 5th grade
• Research-based Instructional Strategies: Identifying similarities and differences, cooperative learning, nonlinguistic representations, questions, cues, and advance organizers, summarizing and note taking
• Lesson:1 of 5 •Length:30-45 minutes
• Purpose: The student will be able to explain the differences between weather and climate. The student will be able to synthesize information from multiple sources on climate.
• Objectives: By the end of this unit, students will be able to 1. Synthesize informationfrom multiple sources. 2. Cite sources used. 3. Compare and contrast weather and climate. 4. Analyze the climate of a country. 5. Self-evaluate their product using a rubric, to determine if it meets requirements.
• Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)
• Collaboration: Students engage in a think-pair-share with a partner to complete a Venn diagram to identify similarities and differences between weather and climate.
• Assessment: Student will create an online poster using Glogster displaying the key features of their country's climate.
1. Graphic Organizers
2. Student self-assessment rubric
3. Teacher assessment rubric
4. Responsibilities???
• Standards (from the TEKS or other state standards)
Reading and/or writing: Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; Reading 5.11E Reading/Comprehension of Informational Text/Expository Text. Student are expected to synthesize and make logical connections between ideas withig a text and across two or three texts representing similar or different genres; Reading 5.24D Research/Gathering Sources. Students are expected to identify the source of notes (e.g. author, title, page number) and record bibliographical information concerning those sources according to a standard format
Listening and speaking
Other content areas:Science 5.8A Earth and space. The student is expected to differentiate between weather and climate.
Educational technology
Information literacy (or AASL Indicators) Standard 1: Inquire, think critically, and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
IMPLEMENTATION
• Process
Motivation: The school librarian begins a discussion by asking students, "How were able to decide what to wear to school?" She then show an image of a desert climate and asks "If you were going on a trip to this location for several weeks, what type of clothing would you pack?" "What made you decide to pack the clothing you chose?"
Student-friendly objectives:
1. Define weather and climate.
2. Compare and contrast weather and climate.
3. List key facts from one source.
4. Record bibliographic information from one source.
Presentation:Students watch a 3 minute video clip, read aloud from a website, and listen to a book on weather and climate. The school librarian leads a discussion on Synthesizing information from the 3 sources and proper citation. The teacher leads a discussion on the differences between weather and climate.
Student participation proceduresorStudent practice procedure
Guided practice
Students complete Venn diagram 1 and begin the Synthesizing graphic organizer. Teacher and librarian support students in ensuring that bibliographic information is complete, and in noting important facts from each source.
Closure:Review Venn diagram, comparing it to the one completed by the educators. Think-pair-share responses to how climate and weather are related.
Reflection
1. What does it mean to synthesize?
2. Besides facts, what other element does synthesizing need? (personal view).
3. What is the purpose of a bibliography?
4. Why should we create a citation for sources we use?
5. What is the difference between weather and climate?
• Extensions (Moreillon 15, 17)
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012
FROM A.3.3 Rubric:
Plus – AS A TEAM, answer each of these items here on the rubric.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443: Module 3.3 - Benchmarks assignment Friday: Submit Scenario/Collaborative Planning Form
We will meet for a total of 8 sessions to complete the components of the collaborative lesson plan. A partner will contact the other partner to re-schedule a session if a schedule conflict should arise.
Module 3.4 - April 7-13 Tues: 8:30 - Review A.4.2 assignment sheet and rubric. Discuss Cacoo organizers. Thurs: 8:30 - Edit/contribute to Cacoo - general/overall lesson plan and lesson plan process. Sunday: 3:00 - Determine what session of the unit will be highlighted. Describe/summarize other sessions (before/after)
Module 4.1 - April 14-20 Module 4.1: Lesson Plan Peer Review Share your lesson in O.D.4.1. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback. Tues: 8:30 - Determine our feedback (who asks for what), and post to O.D.4.1 by Wednesday @9pm. Thurs: 8:30 - Continue working on Lesson plan. Discuss any feedback received from our requests. Sunday: 3:00 - Discuss any feedback received and respond to two other students' requests. Decide on any revision/edits to our lesson plan.
Module 4.2 - April 21-25 Tues: 8:30 - Review and edit lesson plan template, based on discussions. Thurs: 8:30 - Revise final draft, if necessary. Assess against rubric. Determine who turns in what portion. Friday: 9:00 Collaborative Lesson Plan due 4/25/14
3. Strengths brought to the partnership and this particular lesson/unit by Person A: As the classroom teacher, I would say that I am proficient in teaching Reading Comprehension strategies, creating and using graphic organizers and rubrics, writing lesson plans that are aligned with the TEKS, and knowing the ability levels of students.
4. Strengths brought to the partnership and this particular lesson/unit by Person B: I would bring in knowledge of available resources, and technology tools. Also, teaching experience and familiarity with research, information, and technology TEKS.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: After the initial collaboration meeting, the school librarian emails the administrator(s)s and reading (or science) specialist to outline the general lesson and timeline. She also asks the administration for permission to display/post the finished products for the upcoming Math & Science Night.
Note: Answer each of these questions here on the rubric. Note 2: We need to collaborate on the answers here before transferring them back to rubric to turn in.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
6. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): Learning the difference between weather and climate will help students understand the importance of global climate change. They will also understand short-term weather forecasts and how weather affects their daily lives (clothing, personal/work plans, safety, etc.).
7. Responsibilities for gathering or creating resources: The librarian and the teacher will both suggest and contribute reading and web resources. The librarian will be responsible for creating a unique web pathfinder for this unit, and gathering books through inter-library loan.The school librarian will create a rubric for students to evaluate their final product. The classroom teacher will select or create a graphic organizer in which students can use during the guided practice component of the lesson when working on synthesizing their information. The classroom teacher will create the educator assessment rubric.
8. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: The teacher will take the lead during the synthesis instruction, the librarian will be the primary instructor for the citations. While the classroom teacher is teaching the part of the lesson on synthesis, the school librarian will record ideas onto the synthesis graphic organizer. The librarian will record student ideas during the citation section. Both will participate in modeling and co-teaching sessions in the library. Both educators will be responsible for assisting student partnerships throughout the lesson sessions.
9. Technology tools integration (or explanation of why technology is not part of the lesson/unit): The librarian will be responsible for the technology instruction portion, including online databases/pathfinder, Web 2.0 tools, and any audio/visual media used.
10. Materials (consumables such as graphic organizers, note-making tools, art supplies): The teacher will be responsible for finding/creating student materials including graphic organizers and school supplies.
4/4/14 Note: The information below was copied and pasted on this page from the Collaboration LP page of this wiki. We did this in order to keep the discussion threads below with the actual lesson plan collaborative work.
Collaboration Lesson Plan
Collaborators: Olympia Garcia (teacher) and Marcie Verastiqui (librarian)Dr. M. = brown
Instructional Level: 5th grade students
Link to our Lesson Plan Deconstruction Page
Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.
Use the A.3.3 Rubric to organize your scenario.
* Person who first approached the other partner.
* Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
* Where (location within the school) the first collaborative conversation took place.
and Standards
* Grade level.
* Content area(s).
* Initial goal(s).
* Initial objective(s).
Post your scenario here.
Scenario. Complete the additional questions on the actual A.3.3 Rubric before you submit it.Ms. Garcia, the 5th grade classroom teacher approaches emails Mrs. Verastiqui, the school librarian because she needs to use library materials to teach a science lesson on weather and climate. The students will be exploring the differences, and she hopes to find a few books to define them. After receiving the email, the school librarian goes and finds the teacher and assures her that there are plenty of materials that are available for her lesson, but also suggests offers to teach the lesson collaboratively to incorporate other reading and research skills. She offers to meet with the teacher in her classroom during the teacher's planning time and/or after school, with a list of materials and ideas on other possible skills lessons.
Yes, to the teacher reaching out for materials and the librarian pursuing her for classroom-library collaboration for instruction. Resources are a natural entry point... the rest is up to the proactive librarian - and a willingness on the part of the teacher to collaborate.
Copy and paste a collaborative planning form here.
Fill in the collaborative planning form here.Collaborative Planning Form
Coteachers: Ms. Garcia (teacher) and Mrs. Verastiqui (librarian)
Unit Topic: Weather and Climate
Dates/Location (Library/Lab/Classroom): Lesson 1 Classroom/ Lesson 2-5 Library
Number of Students: 2 classes of 20 students each
Content-Area Standards:
Science 5.8A Earth and space. The student is expected to differentiate between weather and climate.
Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas
Reading 5.11E Reading/Comprehension of Informational Text/Expository Text. Student are expected to synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres
Reading 5.24D Research/Gathering Sources. Students are expected to identify the source of notes (e.g. author, title, page number) and record bibliographical information concerning those sources according to a standard format
Is synthesis both the RCS and inquiry skills for your unit? Just checking. I want to be sure you are addressing both.
AASL Standards, strands, indicators):
Standard 1: Inquire, think critically, and gain knowledge
1.1. Skills
1.1.9 Collaborate with others to broaden and deepen understanding
1.2 Dispositions in Action
1.2.3 Demonstrate creativity by using multiple sources and formats
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
Standard 3 Share Knowledge and Participate Ethically and Productively as members of our democratic society
3.4 Self Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product.
Good
Essential Questions: What is the difference between weather and climate?
What are the key elements of the country's climate that you chose to research?
How do you synthesize information from resources?
Good
Objectives:
By the end of this unit, students will be able to
1. Synthesize information from multiple sources.
2. Cite sources used.
3. Compare and contrast weather and climate.
4. Analyze the climate of a country.
5. Self-evaluate their product using a rubric, to determine if it meets requirements.
Excellent
Assessment Tools:
1. Graphic Organizers: Synthesis with Bibliographical Information ; Venn Diagram 1: Weather and Climate ; Venn Diagram 2: Weather and Climate
These are .pdf files which means I cannot give you feedback on them. For A.4.2, you must turn these in as Word files so I can write on them. Thank you.
2. Student self-assessment rubric
3. Teacher assessment rubric
4. Responsibilities- The librarian and the teacher will both suggest and contribute reading materials and web resources on the topic of Weather and Climate to introduce to students. The librarian will be responsible for creating a unique web pathfinder for this unit, and gathering books available in the library and through inter-library loan. The school librarian will create a rubric for students to evaluate their final product. The classroom teacher will select or create a graphic organizer in which students can use during the guided practice component of the lesson when working on synthesizing their information. The classroom teacher will create the educator assessment rubric.
Okay... but in my experience jointly creating graphic organizers and rubric helps ensure that coteaching educators are on the same page.
Task Definition:
Information-Seeking Strategies:
Collaborative Unit Evaluation
Describe the student outcomes in terms of data source(s).
What worked especially well in the unit?
What could be improved next time?
Were the resources lacking, adequate, or supportive of the learning goals? Explain. (See collection map.)
Were the technology tools used effective? Explain.
Collection Map
Add a number, plus, check mark, or minus as appropriate.
Action Items
Cost
Ordered
Lesson Plan Template Page (A.4.2 - Collaborative Lesson Plan) - Below
Other possible pages:
Template for Collaborative Lesson Plan – A. 4.2
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
PLANNING
• Reading Comprehension Strategy: Synthesis
• Reading Development Level: Advanced, 5th grade
• Research-based Instructional Strategies: Identifying similarities and differences, cooperative learning, nonlinguistic representations, questions, cues, and advance organizers, summarizing and note taking
• Lesson: 1 of 5
• Length: 30-45 minutes
• Purpose: The student will be able to explain the differences between weather and climate. The student will be able to synthesize information from multiple sources on climate.
• Objectives:
By the end of this unit, students will be able to
1. Synthesize information from multiple sources.
2. Cite sources used.
3. Compare and contrast weather and climate.
4. Analyze the climate of a country.
5. Self-evaluate their product using a rubric, to determine if it meets requirements.
• Resources, Materials, and Equipment
• Collaboration: Students engage in a think-pair-share with a partner to complete a Venn diagram to identify similarities and differences between weather and climate.
• Assessment:
Student will create an online poster using Glogster displaying the key features of their country's climate.
1. Graphic Organizers
2. Student self-assessment rubric
3. Teacher assessment rubric
4. Responsibilities???
• Standards (from the TEKS or other state standards)
Standard 1: Inquire, think critically, and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
IMPLEMENTATION
• Process
2. Besides facts, what other element does synthesizing need? (personal view).
3. What is the purpose of a bibliography?
4. Why should we create a citation for sources we use?
5. What is the difference between weather and climate?
• Extensions (Moreillon 15, 17)
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012
FROM A.3.3 Rubric:
Plus – AS A TEAM, answer each of these items here on the rubric.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443:
Module 3.3 - Benchmarks assignment
Friday: Submit Scenario/Collaborative Planning Form
We will meet for a total of 8 sessions to complete the components of the collaborative lesson plan. A partner will contact the other partner to re-schedule a session if a schedule conflict should arise.
Module 3.4 - April 7-13
Tues: 8:30 - Review A.4.2 assignment sheet and rubric. Discuss Cacoo organizers.
Thurs: 8:30 - Edit/contribute to Cacoo - general/overall lesson plan and lesson plan process.
Sunday: 3:00 - Determine what session of the unit will be highlighted. Describe/summarize other sessions (before/after)
Module 4.1 - April 14-20
Module 4.1: Lesson Plan Peer Review
Share your lesson in O.D.4.1. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback.
Tues: 8:30 - Determine our feedback (who asks for what), and post to O.D.4.1 by Wednesday @9pm.
Thurs: 8:30 - Continue working on Lesson plan. Discuss any feedback received from our requests.
Sunday: 3:00 - Discuss any feedback received and respond to two other students' requests. Decide on any revision/edits to our lesson plan.
Module 4.2 - April 21-25
Tues: 8:30 - Review and edit lesson plan template, based on discussions.
Thurs: 8:30 - Revise final draft, if necessary. Assess against rubric. Determine who turns in what portion.
Friday: 9:00 Collaborative Lesson Plan due 4/25/14
2. A planning form selected (provide link to a wiki page): Link this page
http://ogarcia-ls5443.wikispaces.com/Scenario+and+Collaborative+Planning+Page
3. Strengths brought to the partnership and this particular lesson/unit by Person A:
As the classroom teacher, I would say that I am proficient in teaching Reading Comprehension strategies, creating and using graphic organizers and rubrics, writing lesson plans that are aligned with the TEKS, and knowing the ability levels of students.
4. Strengths brought to the partnership and this particular lesson/unit by Person B:
I would bring in knowledge of available resources, and technology tools. Also, teaching experience and familiarity with research, information, and technology TEKS.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
After the initial collaboration meeting, the school librarian emails the administrator(s)s and reading (or science) specialist to outline the general lesson and timeline. She also asks the administration for permission to display/post the finished products for the upcoming Math & Science Night.
Note: Answer each of these questions here on the rubric.
Note 2: We need to collaborate on the answers here before transferring them back to rubric to turn in.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
6. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): Learning the difference between weather and climate will help students understand the importance of global climate change. They will also understand short-term weather forecasts and how weather affects their daily lives (clothing, personal/work plans, safety, etc.).
7. Responsibilities for gathering or creating resources: The librarian and the teacher will both suggest and contribute reading and web resources. The librarian will be responsible for creating a unique web pathfinder for this unit, and gathering books through inter-library loan.The school librarian will create a rubric for students to evaluate their final product. The classroom teacher will select or create a graphic organizer in which students can use during the guided practice component of the lesson when working on synthesizing their information. The classroom teacher will create the educator assessment rubric.
8. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: The teacher will take the lead during the synthesis instruction, the librarian will be the primary instructor for the citations. While the classroom teacher is teaching the part of the lesson on synthesis, the school librarian will record ideas onto the synthesis graphic organizer. The librarian will record student ideas during the citation section. Both will participate in modeling and co-teaching sessions in the library. Both educators will be responsible for assisting student partnerships throughout the lesson sessions.
9. Technology tools integration (or explanation of why technology is not part of the lesson/unit): The librarian will be responsible for the technology instruction portion, including online databases/pathfinder, Web 2.0 tools, and any audio/visual media used.
10. Materials (consumables such as graphic organizers, note-making tools, art supplies): The teacher will be responsible for finding/creating student materials including graphic organizers and school supplies.